Written Answers Nos. 473-494
473. Deputy Erin McGreehan asked the Minister for Education and Youth the number of special needs assistant reviews completed in County Louth for academic school years 2023-24, 2024-25, 2025-26; and if she will make a statement on the matter. [14090/26]
Amharc ar fhreagra476. Deputy Erin McGreehan asked the Minister for Education and Youth the number of schools in each county that have appealed their special needs assistant allocation in 2023-2024, 2024-2025, 2025-2026; the number of these appeals that were successful, in tabular form; and if she will make a statement on the matter. [14093/26]
Amharc ar fhreagra582. Deputy Roderic O'Gorman asked the Minister for Education and Youth to outline the status of recently announced SNA reviews where schools have lost an SNA allocation, whether schools still need to lodge an SNA appeal if they do not wish to lose an SNA; the status of the 'pause' announced on 17 February; if will schools be directly informed regarding the status of the pause and how it impacts on the letter they received regarding the SNA allocation from September 2026, their need to appeal; and if she will make a statement on the matter. [15034/26]
Amharc ar fhreagraI propose to take Questions Nos. 473, 476 and 582 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of SNAs allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
I have listened carefully to all of the issues raised by parents and school communities.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
The department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
474. Deputy Erin McGreehan asked the Minister for Education and Youth the number of special needs assistants allocated to students in County Louth for the current school year; and if she will make a statement on the matter. [14091/26]
Amharc ar fhreagra475. Deputy Erin McGreehan asked the Minister for Education and Youth the number of special needs assistants employed in County Louth for the 2025 school year; the projected number to be employed for the 2026 school year; and if she will make a statement on the matter. [14092/26]
Amharc ar fhreagra551. Deputy Ged Nash asked the Minister for Education and Youth to provide the number of SNAs currently in place supporting students in mainstream classes in each school in County Louth, as of 1 January 2026, on a school-by-school basis, in tabular form; and if she will make a statement on the matter. [14663/26]
Amharc ar fhreagra562. Deputy Duncan Smith asked the Minister for Education and Youth to provide a ratio for the number of SNA’s to schools across Ireland in each of the years 2021 to 2025; and if she will make a statement on the matter. [14890/26]
Amharc ar fhreagra576. Deputy Eoghan Kenny asked the Minister for Education and Youth the number of SNAs employed at the end of each month since September 2025; and the current number of funded vacant positions; and if she will make a statement on the matter. [15003/26]
Amharc ar fhreagra577. Deputy Eoghan Kenny asked the Minister for Education and Youth the current number of WTE SNA positions funded for the school year 2025/2026; and the total number that will be available from September 2026 for school year 2026/2027; and if she will make a statement on the matter. [15004/26]
Amharc ar fhreagraI propose to take Questions Nos. 474, 475, 551, 562, 576 and 577 together.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of SNAs allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
SNAs play a key role in the successful inclusion of students with additional and significant care needs in schools to enable them to achieve their best outcomes and reach their full potential.
It is important to note that there have been increases in SNAs in all counties and across all education settings since 2020, including mainstream, special classes and special schools.
I have listened carefully to all of the issues raised by parents and school communities.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA redeployment scheme, the SNA workforce development plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
The priority will be to ensure that the child-centred approach to the provision of special education is retained and enhanced in these policy developments.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
The department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
|
School Year |
Number of SNAs Allocated |
|
2020-21 |
17,014 |
|
2021-22 |
18,004 |
|
2022-23 |
19,169 |
|
2023-24 |
20,363 |
|
2024-25 |
21,579 |
|
2025-26 |
23,179 |
|
2026-27* |
24,896 |
*For school year commencing 01/09/2026
477. Deputy Maeve O'Connell asked the Minister for Education and Youth her Department’s work to strengthen the local youth club grant scheme. [12769/26]
Amharc ar fhreagraThe Local Youth Club Grant Scheme (LYCGS) is an annual funding programme provided by the department and administered by ETBs. It offers financial support to volunteer-led youth clubs and groups to help cover the costs of delivering activities for young people, primarily those aged 10 to 21. The scheme provides funding to clubs based on voluntary participation and excludes sports-focused organisations. The LYCGS also supports Irish-language youth clubs, ensuring that young people who wish to engage through the medium of Irish can do so within their local communities. Furthermore, the scheme incorporates the National Quality Standards for Volunteer-led Youth Groups, ensuring that funded clubs provide safe, inclusive, and developmental opportunities for young people.
The LYCGS is the Youth Affairs Unit’s second-largest universal scheme, providing funding to approximately 1,200 voluntary youth clubs nationwide, enabling over 60,000 young people to participate in clubs within their communities, supporting over 15,000 volunteer leaders.
The department continues to strengthen the LYCGS as a key universal support for volunteer-led youth work. Funding for the scheme has grown steadily from €2.1 million in 2020 to €2.764 million in 2026 – and increase of 31% - allowing more clubs to participate in the scheme and, in many cases, enabling increased grant levels per club. In line with this expansion, since 2025 ETBs have been permitted to allocate up to 10% of their LYCGS funding to provide training and capacity-building supports for club leaders and volunteers. This may include training in areas such as first aid, child safeguarding, inclusion and diversity, health and safety, and other skills essential to the safe and effective operation of youth clubs. These supports are particularly valuable for independent, stand-alone clubs that do not receive training or developmental assistance from a national youth organisation.
Complementing this, the department has also introduced the Youth Services Grant Scheme’s Volunteer Activation Fund - an initiative designed to enhance the recruitment, retention, and support of volunteers who are vital to the delivery of universal youth services. A total of €650,000 was made available in 2024/2025, and seven YSGS-funded national youth organisations were successful in securing support. Their programmes focused on initiatives such as recruiting new volunteers, supporting and retaining existing volunteers, developing training materials, and expanding the number of volunteer-led clubs operating across the country. The Youth Affairs Unit is currently evaluating the impact of this first round of funding to inform future policy development in this area.
The department remains firmly committed to strengthening the LYCGS so that volunteer-led youth clubs can continue to thrive in communities across the country. These clubs—found in towns, villages, and urban neighbourhoods nationwide—play an essential role in offering safe, welcoming spaces where young people can connect, build confidence, and participate in community life. Continued investment in the scheme ensures that these opportunities remain accessible to all young people, regardless of background, and that the volunteer leaders supporting them are equipped with the skills and resources they need.
478. Deputy Pearse Doherty asked the Minister for Education and Youth to provide an exhaustive list of flood related compensation, paid from her Department's vote allocations over the past ten years; and if she will make a statement on the matter. [14098/26]
Amharc ar fhreagraThere is no specific flood compensation scheme operating in the Department of Education and Youth.
The Emergency Works Scheme (EWS) is available to provide funding for unforeseen emergencies. An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening. In the event that a flood event were to result in an emergency of this nature in a school, the school could apply for support to the EWS. It is important to note that EWS funding is for an agreed, limited scope of works and does not constitute ‘compensation’.
Approved EWS funding has historically being categorised according to the nature of the works carried out, such as roof works for example, rather than the cause of the emergency. However, it is not believed that there have been significant allocations from EWS relating to flood events over the past number of years.
479. Deputy John Paul O'Shea asked the Minister for Education and Youth for an update on capital works being carried out in a school (details supplied) to accommodate special education; the works being undertaken; the costs of the works and timeframe for completion; and if she will make a statement on the matter. [14119/26]
Amharc ar fhreagraThe school to which the Deputy refers was approved to enter the Department’s pipeline of school building projects under the ASA scheme for a project providing one Mainstream Classroom and two Special Education Tuition Rooms and Ancillary. The project is devolved to the school authority for delivery.
I am pleased to confirm that approval to progress this project to Stage 4 (Construction) was issued to the school authority in October 2025. The project now falls under the school authority’s remit to advance accordingly.
Works are progressing on site and expenditure to date is in accordance with the conditions of the contract, which is commercially sensitive information at this point in time The project is currently expected to be completed by Q3 2026.
481. Deputy Conor Sheehan asked the Minister for Education and Youth the formal impact assessment that has been conducted on the educational and emotional consequences of SNA reductions; the way "reasonable distance" is defined when existing commute times and childcare responsibilities are considered; the reason SNA vacancies no longer being consistently advertised publicly; if she will commit to reviewing the redeployment policy to ensure it is fair, transparent, and genuinely child-centred; and if she will make a statement on the matter. [14149/26]
Amharc ar fhreagraSpecial Needs Assistants (SNAs) are essential and valued staff members of school communities. They play a vital role in supporting students with additional and significant care needs to take part in school life.
This government is fully committed to supporting children with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
Special education funding will exceed €3 billion in 2026 – up 58% since 2020 and the highest amount ever provided.
The number of SNAs allocated to schools nationally has increased by 45% between the 2020/21 school year and the present. By the end of the 2026/27 school year there will be close to 25,000 SNAs in our mainstream classes, special classes and special schools.
The National Council for Special Education (NCSE) is responsible for coordinating the education and care support for children and young people with special educational needs in our schools, including the allocation of SNA support to schools. These allocations are based on the care needs of students.
While the NCSE allocation and review processes are necessary to ensure SNA support is provided where it is most needed, my department is very mindful that any change in SNA allocations can have a personal impact on staff.
Work on the first national SNA Redeployment Scheme is at the final stage. This important policy initiative will ensure that experienced SNAs are retained in our schools, building capacity in the workforce and enhancing the service to children and young people with special educational needs.
Undertaken in conjunction with work on the first SNA Workforce Development Plan, the SNA Redeployment Scheme will be operated by the National Council for Education (NCSE). For the first time, it will allow SNAs in posts which may no longer be required for reasons such as falling enrolments, reduced care needs or changing demographics, to be redeployed to a school which has a vacant post.
It has now been agreed that there will be no reductions to special needs assistants for the next school year 2026/27.
All schools reviewed by the NCSE and allocated additional resources will receive them in the upcoming school year.
It was agreed that the SNA Redeployment Scheme, the SNA Workforce Development Plan and changes to a 2014 circular outlining the role of a SNA will be advanced before any further decisions are taken.
After these key documents are agreed and published, the NCSE can commence reviews of supports provided to schools for the 2027/28 academic year which will uphold the integrity of the process, which allocates supports based on the needs of children.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
SNAs can use the free, confidential Employee Assistance Service (EAS), which provides mental health and wellbeing support. Contact details:
• Freephone: 1800 411 057
• SMS/WhatsApp: Text “Hi” to 087 369 0010
• Online: wellbeingtogether.spectrum.life/logi
The recruitment and appointment of special needs assistants (SNAs) is a matter for the individual school authority. Department Circular_0051_2019.pdf sets out the recruitment process for SNAs. When advertising for vacancies schools can create an internal panel of suitable applicants from which future vacancies including cover SNA vacancies may be filled. This internal panel is valid for the duration of the school year.
Updates and final details of the SNA Redeployment Scheme, including a comprehensive circular and guidelines, will be published on the NCSE website and the SNA Information Hub on www.gov.ie as work progresses.
482. Deputy Joe Neville asked the Minister for Education and Youth if her Department will outline the amount of funding which has been provided to a special school (details supplied); if her Department plans to increase this funding; and if she will make a statement on the matter. [14161/26]
Amharc ar fhreagraThe Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters: www.spu.ie
Schools in financial difficulty are encouraged to contact the Department for advice and support. The Department is committed to offering all available and appropriate supports to schools, which may include an advance in capitation grant funding or other measures.
The Department is constantly engaging with a number of schools in this respect. Schools that have contacted the Department have been referred to the FSSU.
The Financial Support Services Unit (FSSU), funded by the Department, is an important source of advice and support to schools on financial matters.
483. Deputy Ruth Coppinger asked the Minister for Education and Youth the reason schools (details supplied) were not included in the announced list of school projects in the National Development Plan; the schools’ current position within future phases of the National Development Plan; when those schools can expect significant capital investment; and if she will make a statement on the matter. [14167/26]
Amharc ar fhreagraThe joint major building project for the schools referred to is currently at Stage 2(a) of Architectural Planning - Developed Design - which is a crucial element of the architectural planning process as it is at this stage that the design is developed to a stage where it can be fully cost planned and prepared to lodge for statutory approvals.
The Design Team submitted their Stage 2(a) Submission report to my Department in January 2024 for review. Upon review, some key concerns were identified by Department officials, and the school authorities and Design Team were advised in advance that in place of the Stakeholders meeting, there would be a further interim Stage 2(a) workshop to discuss and assist the Design Team in progressing their Stage 2(a) submission in a positive manner.
The Design Team were asked to complete a review and audit of the floor area schedules, and to also refine some design elements in order to meet the approved schedule of accommodation.
A further interim workshop was held on 22nd March 2024, between my Department and the Design Team Architect, where further refinements and adjustment to floor area were discussed.
Upon receipt of the revised Stage 2(a) Report Department officials carried out an initial review and arranged an architectural workshop with the Design Team Lead in May 2025 to discuss further.
In early June 2025 a further meeting was held with the wider Design Team, school authorities and Department officials in attendance. At that meeting the school were provided with a progress update and advised that the Design Team was due to submit an Addendum S2a Report to the Department.
The outstanding information for the Addendum Stage 2a Report was received in the Department on 31st October 2025.
A date for the Stage 2a Stakeholders Meeting will be advised upon completion of the Addendum Report review.
With regard to this campus project referenced by the Deputy, this project is at late Stage 2(a) and was therefore not at an appropriate stage of readiness for inclusion in the initial tranche of projects for tender and construction.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at St John Boscos JNS & SNS and Mary Help of Christians will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
484. Deputy Thomas Gould asked the Minister for Education and Youth the reason her Department have not responded to the project building team of a school (details supplied) since May 2025; and whether she is aware that their current lease expires in 2027. [14168/26]
Amharc ar fhreagraThe major building project for the school referred to by the Deputy is currently at Stage 2(a) of Architectural Planning – Developed Design, where the preferred agreed design option can be developed to a stage where the project is fully cost planned and the scheme can be prepared to lodge for statutory approvals with the local authority.
The major project is being delivered under the Department's ADAPT programme. The ADAPT programme uses a professional external Programme Manager to co-ordinate and drive the Design Team to achieve the best possible timeframe for the project through the design stages of architectural planning to Tender and Construction.
The brief for the school referred to by the Deputy is the development of a new 16 classroom Gaelscoil with additional classrooms for pupils with Special Educational needs, including the construction of a New School Building and all associated site works, on a green-field site adjacent to the current school building.
My department has reviewed the Stage 2(a) Submission from the Design Team. The Stage 2(a) Stakeholders meeting was held on the 24th of January 2025, with representatives from the School Authorities, Design Team, Project Manager and my department in attendance. The meeting concluded with a request for the Design Team to submit a Stage 2(a) Addendum report addressing issues raised by my department at the meeting.
My department has received the Stage 2(a) Addendum report. Upon review of the Stage 2(a) Addendum report, my department will advise all Stakeholders regarding the further progression of the project.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes. Over the course of 2026 and 2027 there will be construction work at circa. 10% of the school estate. These projects will, when completed, provide circa 57,000 additional and modernised school places with a strong SEN focus in all projects.
My department will continue to build on the progress made over recent years with the continued rollout of projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. This list includes 12 projects in County Cork.
These Projects are in addition to €767.68 million in capital funding for County Cork schools between 2020 and 2025. Over that period, a total of 157 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are also currently 20 school projects in County Cork under construction.
Another 12 projects will go to tender or construction in 2026 and 2027, and this summer, 35 schools are approved to undergo works as part of the Summer Works Scheme / Climate Action scheme. In addition, since 2020 a total of 332 special classes have been opened in Cork, 26 of which were sanctioned for September 2026.
The first tranche of 105 school building projects includes 80 large scale and Additional School Accommodation scheme projects. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
Firstly, to facilitate the 45 projects that are currently already at tender stage (Stage 3) so that they can progress to construction as smoothly as possible over the course of 2026 and 2027. Secondly, to facilitate 35 projects that currently have planning permission and are at pre-tender stage (Stage 2b) and have been prioritised to meet urgent requirements from a special needs perspective or to provide additional capacity to cater for demographics or to address very significant condition issues at the schools.
I recognise that there are schools with important building projects that are not included in the first tranche of prioritised projects.
As part of planning ahead for the next tranche of projects to progress to tender, the department-led prioritisation process will continue over the course of 2026 and 2027 to assess and evaluate the progression of individual projects through the design pipeline having regard to the continual need to maximise existing capacity and determine the prioritised needs going forward. This process will involve engagement with key stakeholders and individual schools and will ultimately inform the next tranches of programme rollout to tender. The department-led Energy and Condition Survey of the school estate, which will be finalised later in 2026, will provide an additional evidence base for assessing priorities.
Based on this ongoing prioritisation process some projects may be added to the list over the course of 2026 and 2027 having regard to their prioritisation and urgency of need and taking account also of the ongoing ability to progress them to tender and construction within the parameters of overall funding. Where appropriate, the department will also assess opportunities to undertake advance enabling works for the most urgent and complex projects to facilitate a smooth progression to construction in 2028 and beyond.
Any interim accommodation requirements will continue to be assessed and considered by the department on a case-by-case basis to determine the prioritised needs and approach for addressing same.
The accommodation needs at Gaelscoil Peig Sayers will be considered as part of the ongoing overall department-led prioritisation process, in consultation with the school’s patron and school authorities.
485. Deputy Louise O'Reilly asked the Minister for Education and Youth for an update on an emergency works application (details supplied); if she could give an update and outline a timeline for when flood damage might be repaired; and if she will make a statement on the matter. [14169/26]
Amharc ar fhreagraThe school in question submitted an application for funding under the Emergency Works Scheme (EWS) for fabric defect repairs to a prefabricated building on the school grounds. This application has been approved by the EWS team and is now with the school to progress
486. Deputy Naoise Ó Cearúil asked the Minister for Education and Youth when staffing allocation decisions for the 2026-2027 school year will issue to schools in Kildare North; and if she will make a statement on the matter. [14173/26]
Amharc ar fhreagraStaffing arrangements for both primary and post-primary schools for the 2026/27 school year are currently being prepared. Once finalised, the arrangements will be published on the Department website.
488. Deputy Paula Butterly asked the Minister for Education and Youth the current status of voluntary redeployment within the ETB sector, including any planned reforms to Appendix 2 of the redeployment scheme; the extent of engagement with teacher unions on developing a system that would allow teachers to relocate while retaining permanent/CID status; and if she will make a statement on the matter. [14190/26]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, as the employer, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
Redeployment arrangements are in place with the core function of the redeployment arrangements being to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
The key purpose of the pilot voluntary redeployment scheme is to assist the Department to achieve its objective of redeploying all surplus permanent teachers. To-date the pilot voluntary redeployment scheme has operated in 24 counties.
Teachers who apply under the pilot voluntary scheme and are not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
Arrangements for the pilot voluntary redeployment scheme for the 25/26 school year were published by my Department in February 2025.
Appendix 2 of Circular 25/2011 also provides for a redeployment scheme for teachers surplus to requirements other than in situations of school closure.
The scheme allows for existing teachers to be considered for redeployment on a voluntary basis where the school/ETB has an excess number of teachers in its employment beyond in excess of its allocation subject to that surplus position representing more than 1% of the overall allocation of that school/VEC. The allocation figure for this purpose is the allocation on 31 December of the year prior to redeployment adjusted by policy decisions on the Pupil-Teacher Ratio and other teaching posts.
It is not currently intended to make amendments to the provisions of Appendix 2 of Circular 25/2011.
Teachers who seek to resign from their post in their current school, and who seek employment as a teacher in another school, will be able to avail of the revised criteria for the award of a Contract of Indefinite Duration (CID) where, subject to meeting the relevant criteria, will be eligible for an award of a CID after a period of 1 year of continuous employment in the school, subject to the school having a viable post in the following school year and where the teacher has been reappointed following a competitive interview process at the end of that first year.
Teachers who are successfully appointed to another school will retain their pay and conditions of employment where they satisfy the relevant criteria.
489. Deputy Paula Butterly asked the Minister for Education and Youth if steps are being taken to facilitate inter-ETB redeployment or transfer opportunities for permanent/CID staff, given ongoing the reluctance among ETBs to release staff even where over-allocation exists; if she will engage with ETBs such as CDETB to clarify their position on external transfers; whether her Department has assessed the impact of limited mobility on teacher retention and regional supply challenges; and if she will make a statement on the matter. [14191/26]
Amharc ar fhreagraThe recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, as the employer, subject to procedures agreed under Section 24 of the Education Act 1998 (as amended by the Education (Amendment) Act 2012).
The deployment of teaching staff in the school, the range of subjects offered and ultimately the quality of teaching and learning are in the first instance a matter for the school management authorities.
Teacher allocations to all schools are approved annually by my Department in accordance with established rules based on recognised pupil enrolment. The criteria for the allocation of posts are communicated to school managements annually and are available on the Department website.
Redeployment arrangements are in place with the core function of the redeployment arrangements being to facilitate the redeployment of surplus permanent teachers to other schools where vacancies exist. Ensuring efficiency in the annual redeployment processes is significant in terms of managing the overall teacher numbers.
At Post-Primary level, following discussions between the relevant stakeholders a voluntary redeployment scheme has operated on a pilot basis in specific regions in recent years. Permanent teachers employed in these regions are given an opportunity to volunteer for a transfer to other areas of the country only if such a transfer would free up a vacancy that would facilitate the redeployment of a surplus permanent teacher in the region.
The key purpose of the pilot voluntary redeployment scheme is to assist the Department to achieve its objective of redeploying all surplus permanent teachers. To-date the pilot voluntary redeployment scheme has operated in 24 counties.
Teachers who apply under the pilot voluntary scheme and are not facilitated with a transfer continue to have the option of applying for posts in their preferred location that are advertised in the normal manner.
Arrangements for the pilot voluntary redeployment scheme for the 25/26 school year were published by my Department in February 2025.
Appendix 2 of Circular 25/2011 also provides for a redeployment scheme for teachers surplus to requirements other than in situations of school closure.
The scheme allows for existing teachers to be considered for redeployment on a voluntary basis where the school/ETB has an excess number of teachers in its employment beyond in excess of its allocation subject to that surplus position representing more than 1% of the overall allocation of that school/VEC. The allocation figure for this purpose is the allocation on 31 December of the year prior to redeployment adjusted by policy decisions on the Pupil-Teacher Ratio and other teaching posts.
Teachers who seek to resign from their post in their current school, and who seek employment as a teacher in another school, will be able to avail of the revised criteria for the award of a Contract of Indefinite Duration (CID) where, subject to meeting the relevant criteria, will be eligible for an award of a CID after a period of 1 year of continuous employment in the school, subject to the school having a viable post in the following school year and where the teacher has been reappointed following a competitive interview process at the end of that first year.
Teachers who are successfully appointed to another school will retain their pay and conditions of employment where they satisfy the relevant criteria.
To ensure that we deliver the best quality education system possible, the Department is planning for the school workforce of the future. The critical importance of the education workforce is recognised in the new Programme for Government 2025 - Securing Ireland’s Future, which includes a commitment to -Develop a workforce plan for the education sector to ensure that we continue to attract, retain and return people into the sector and that the appropriate conditions and supports exist to ensure that they meet the needs of children and young people, society and the economy over the coming decades.
A number of strands of workforce development is underway, including initial planning for delivering on the Programme for Government commitment.
A project focused on Strategic Workforce Planning for the Teaching Workforce in Ireland commenced in October 2024. The project is supported by the European Union via the Technical Support Instrument (TSI) and implemented by UNESCO, in cooperation with the European Commission is expected to be completed within two years.
The project aims to consider the sustainability of the teaching profession in Ireland, with a focus on the factors that impact teacher supply, drawing on both qualitative and quantitative research methodologies, including a desk review of relevant literature, statistical analysis, surveys and interviews. It will examine EU and international good practices in the planning and management of teacher workforces, incorporating peer-learning workshops and a study visit.
Co-creation with educational stakeholders is an integral part of the project. Their insights will strengthen the quality of the analysis, and this approach will help to develop greater agreement amongst stakeholders on teacher supply issues in Ireland and the required solutions. It is envisaged that the recommendations put forward in the context of the project will feed into the development by the Department of a strategic workforce plan for the teaching workforce in Ireland.
While redeployment alone does not determine regional balance, redeployment arrangements may form part of a wider school workforce strategy. The Department is continually monitoring patterns of recruitment, retention, and movement across the system.
My Department frequently consults stakeholders and will continue to engage closely on issues such as workforce planning through industrial relations forums, sectoral meetings, and direct discussions
490. Deputy Seán Ó Fearghaíl asked the Minister for Education and Youth if she will address serious concerns raised in correspondence regarding a Kildare school (details supplied); and if she will make a statement on the matter. [14224/26]
Amharc ar fhreagraThe major project for the school referred to by the Deputy is now at an advanced stage of Architectural Planning - Stage 2(b) - Detailed Design, which includes the application for statutory approvals, which have been secured, and the preparation of tender documents.
My department received the Stage 2b submission report from the Design Team Autumn 2024 . My department commenced a detailed review of this report by the multi disciplinary team. On completion of this review, my Department issued comments to the Design Team requesting clarification. The Design Team have recently returned this information and their response is currently under review.
My Department will continue to liaise with the school and their patrons with regards the further progression of the project.
As the Deputy will be aware, I have recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs. In this regard there will be a strong special education dimension to project rollout.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings across the Large Scale, Additional Accommodation, Modular, and Annual September Accommodation Needs programmes.
My department will continue to build on the progress made over recent years with the continued rollout of these projects on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, I have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027.
This list includes the project at St. Annes Special School, The Curragh and 9 other projects in County Kildare.
These projects are in addition to €397.08 million in capital funding for Kildare schools between 2020 and 2025. Over that period, a total of 47 schools have been upgraded either through provision of a new school building, a large-scale extension or provision of modular accommodation. There are currently 9 school projects in Kildare under construction.
Another 12 school projects will go to tender or construction in 2026 and 2027, and this summer, 5 schools are approved to undergo works as part of the Summer Works Scheme / Climate Action scheme. In addition, since 2020 a total of 74 special classes have been opened in Kildare, 11 of which were sanctioned for September 2026.
The 105 prioritised projects will progress to tender and/or construction on a rolling basis over the course of 2026 and 2027 and within the context of NDP funding parameters. The timing of project progression will reflect the need to carefully manage the rollout of these projects to construction on a controlled basis to ensure that projects are delivered efficiently, align with the requirements of the Infrastructure Guidelines and Capital Works Management Framework and remain within the parameters of NDP funding.
Department officials will continue to engage closely with patron bodies, management bodies, and schools with respect to the timing of the progression of projects to tender and/or construction over the period 2026 to 2027. This will include continued engagement with St. Annes Special School, The Curragh, with respect to the progression of its project to tender.
The current status of all projects continues to be set out under item number ten at the following link: www.gov.ie. This is updated on a regular basis to reflect project progress through the various stages of capital appraisal, site acquisition, design, tender and construction.
The Government is committed to increasing funding to support schools and the Programme for Government commits to increasing capitation funding to schools of all types to ensure that schools can meet the elevated day-to-day running costs.
The commitment in the Programme for Government builds on the progress which has been made in recent years. The Department has secured €39 million in Budget 2026 towards increased capitation funding for primary, post-primary and special schools to provide additional financial support towards their running costs. This will see an increase in the standard capitation rates paid to schools of €50 per pupil for primary schools from €224 to €274 and of €20 per student for post-primary schools from €386 to €406. This will also allow for an increase of €20 in capitation rates for Urban Band One DEIS primary schools, increasing the mainstream pupil rate in these schools to €294. The increased capitation rates will also see special schools now receive the same rates of mainstream capitation, for young people aged 12 and over, as for their peers in mainstream post-primary schools. These increases will take effect from September 2026. This funding will benefit schools around the country in managing their day-to-day running costs.
The increases announced in Budget 2026 are in addition to the 12% increases as part of Budget 2025. The last three Budgets have resulted in an increase in the level of capitation grant rates of 49.7% (€91) paid to primary schools and 28.5% (€90) paid to post-primary schools.
The Department is committed to providing funding to recognised primary and post-primary schools in the Free Education Scheme by way of per capita grants. The two main grants are the capitation grant to cater for day-to-day running costs such as heating, lighting, cleaning, insurance and general up-keep, and the ancillary grant to cater for the cost of employing ancillary services staff. Schools have the flexibility to use capitation funding provided for general running costs and ancillary funding provided for caretaking and secretarial services as a common grant from which the Board of Management can allocate according to its own priorities, except for the employment of relevant secretaries as per Circular 0036/2022.
The current standard rate of capitation grant is €224 per pupil in primary schools and €386 per student in post-primary schools. Primary schools with fewer than 60 pupils are paid the capitation and the ancillary grants on the basis of having 60 pupils. Enhanced rates are also paid in respect of pupils with special educational needs and Traveller pupils.
OGP frameworks are available to schools for a number of categories including facilities management, managed services, professional services, and utilities. Schools should ensure that they are availing of these available OGP procurement frameworks in order to get the best value for money for all school expenditure, in accordance with Circular 0060/2013. The benefits arising from these frameworks include cash savings, administrative savings from reduced duplication of tendering, greater purchasing expertise, improved consistency, enhanced service levels and legal certainty. Schools Procurement Unit (SPU), funded by the Department, is an important source of advice and support to schools on procurement matters - www.spu.ie
Schools in financial difficulty are encouraged to contact my Department for advice and support. The Department is committed to offering all available and appropriate supports to schools, which may include an advance in capitation grant funding or other measures.
The Department is constantly engaging with a number of schools in this respect. Schools that have contacted the Department have been referred to the FSSU.
The FSSU, on behalf of the Department, plays a crucial role in this process. In order for the Department to assess the current financial situation, the school needs to engage with the FSSU for this purpose.
The purpose of the Emergency Works Scheme (EWS) is to provide funding specifically for unforeseen emergencies, or to provide funding to facilitate inclusion and access for pupils with special needs. It does so by ensuring the availability of funding for urgent works to those schools that are in need of resources as a result of an emergency situation.
An emergency is deemed to be a situation which poses an immediate risk to health, life, property or the environment, which is sudden, unforeseen and requires immediate action, and in the case of a school, if not corrected would prevent the school or part thereof from opening.
The EWS operates on the basis of a minimal scope works to address the emergency situation. The EWS is intended to remedy an emergency situation and usually provides only an interim measure until a permanent solution can be delivered under the Summer Works Scheme (SWS) which deals with upgrade works to the school.
The school in question currently have no outstanding EWS applications with the Department of Education and Youth.
491. Deputy Mark Ward asked the Minister for Education and Youth for an update on a school building project (details supplied); if she will consider the alternative application by the school; her views on the loss of amenities space under her Department’s existing plan; and if she will make a statement on the matter. [14254/26]
Amharc ar fhreagraThe school referred to has been approved to enter my Department’s pipeline of projects under the Additional School Accommodation (ASA) Scheme. The project will provide four mainstream classrooms, three special education teaching (SET) rooms, a two-classroom special educational needs (SEN) base, and repurposing of existing space to create one SEN class base.
The purpose of ASA scheme is to ensure that essential mainstream classroom and SEN accommodation is available to cater for pupils enrolled each year, where the need cannot be met by the school's existing accommodation.
The Stage 1 (preliminary design) report was submitted to my Department for the ASA project in Quarter 4 2024 and is currently undergoing a comprehensive technical and cost review. All projects, including this one, are subject to the full due-diligence requirements set out in my Department’s Infrastructure Guidelines.
More recently the school has asked for another modular unit to be provided along with the current project under consideration for the replacement of a prefab on site. The school authorities were advised that consideration of this would not be possible at this time.
As the Deputy will be aware, the Department of Education and Youth recently published the €7.55 billion NDP Sectoral Investment Plan for the Education and Youth Sectors for the period 2026 to 2030. This NDP Sectoral Plan involves a very strong emphasis on maximising existing capacity and prioritisation of school building projects to meet the most urgent needs.
Of the total €7.55 billion investment it is envisaged that circa. €5 billion will be used for project rollout to support the delivery and modernisation of school buildings. This project rollout will continue on a prioritised basis to meet the most urgent needs in terms of provision of additional capacity and modernisation of existing facilities. In this regard, the department have also published a list of the 105 school building projects in the first tranche to proceed to construction or tender over 2026 and 2027. These projects were prioritised with a strong focus on maximising existing capacity and prioritising project rollout to meet the most urgent needs particularly to support special education needs provision.
In relation to the matter of the location of the two modular units for special education classrooms, I can confirm that department officials have been working with the school authorities regularly over the course of a year and will continue to engage with them in relation to agreeing the location. Furthermore, the modular project being proposed here will still leave the school with a large amount of green space available for use.
I can assure the Deputy that my department is very cognisant of the requirement around the delivery of accommodation for the school in question and is working to advance matters as quickly as possible.
492. Deputy Seán Crowe asked the Minister for Education and Youth the number of reading school places in Dublin south-west; and number of applications for places received for the academic year 2025-2026. [14257/26]
Amharc ar fhreagra502. Deputy Barry Heneghan asked the Minister for Education and Youth whether she will provide an update on plans to increase the number of dedicated reading schools and reading classes in north Dublin in view of the shortage of places for children with dyslexia; the rationale for requiring families to hold a National Council for Special Education eligibility letter from the previous year before applying; whether she will review this requirement to allow earlier access to appropriate supports; and if she will make a statement on the matter. [14331/26]
Amharc ar fhreagra585. Deputy Cian O'Callaghan asked the Minister for Education and Youth to outline the work her Department is doing to establish more reading schools and reading classes in the North Dublin area to cater for children with dyslexia; and if she will make a statement on the matter. [15070/26]
Amharc ar fhreagraI propose to take Questions Nos. 492, 502 and 585 together.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
When a parent notifies the NCSE that they are seeking placement the NCSE validates the submission and provides the parent with a letter of eligibility for the required specialist placement. This letter is then required to be submitted with the enrolment form. The letter's purpose is to inform schools that the NCSE is aware of the student’s needs and that the student has been factored into the planning process for provision at a local level.
Parents may apply to enrol their child in a school of their choosing. Enrolments to schools are a matter for each board of management and parents apply directly to schools, therefore, the information requested by the Deputy is held at a local level.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
493. Deputy Seán Crowe asked the Minister for Education and Youth if she is aware of a case of two students (details supplied); and the options now available to these two students. [14258/26]
Amharc ar fhreagraThis government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is, in the first instance, the primary body responsible for the matter the Deputy has raised. I will arrange for your query to be forwarded to the NCSE for their attention and direct reply. Deputies are also welcome to raise such queries with the NCSE directly through their dedicated Oireachtas email address.
At present, there are four special schools, and fourteen special classes attached to mainstream schools to support students with a specific learning disability such as severe dyslexia. I want to acknowledge the excellent work they do. It is important to note they were established at a time when there were much fewer additional supports in schools.
In pursuit of a more inclusive education system it is important, as far as possible to support students to attend their local mainstream schools. This means that children and young people can be educated with their peers and are not required to travel long distances to attend special schools or classes.
15,000 special education teachers have been provided to enable schools to achieve this objective. In practical terms this means schools get a substantial additional teaching allocation to support students with special education needs who are in mainstream classes.
The additional resources are intended to support students with the greatest level of need, including those with a specific learning disability such as dyslexia, dyscalculia or dysgraphia.
Of course, I recognise the importance of building the capacity of teachers in mainstream schools to meet the needs of all students. To support this, 338 places are funded each year for teachers to attend post-graduate special education needs programmes. The NCSE offers dedicated professional learning opportunities for teachers supporting students with additional needs. The National Educational Psychological Service (NEPS) also provides professional learning opportunities that are available to all primary and post-primary school teachers on supporting children and young people with special educational needs.
Funding is also made available to schools for the purchase of specialised equipment to assist students. Schools can apply to the NCSE, through their local special educational needs organiser (SENO) for such support.
The need for any additional provision or resources for schools to support students with dyslexia is kept under constant review by the NCSE.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.
